An Experimental Spanish Course for Learning Disabled Students

Arries, Jonathan F.

doi:10.2307/344462

Cited by 11 publications

(13 citation statements)

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“…Over the last 20 years, foreign language (FL) learning has been thought to be particularly difficult for secondary-and postsecondary-level students classified as learning disabled (LD; Arries, 1994Arries, , 1999Ganschow, Philips, & Schneider, 2001;Ganschow & Sparks, 1987;Mabbott, 1994;Pompian & Thum, 1988;Sparks, Ganschow, & Pohlman, 1989). 1 Researchers have hypothesized that students classified as LD have a languagebased disorder that impairs language learning (i.e., reading, writing, spelling, listening, and speaking) and interferes with FL learning (Ganschow, Sparks, & Schneider, 1995;Levine, 1987).…”

Section: Miami Universitymentioning

confidence: 99%

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Comparison of the Performance of College Students Classified as ADHD, LD, and LD/ADHD in Foreign Language Courses

2005

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In this study, college students classified as having attention deficit hyperactivity disorder (ADHD) who had fulfilled the foreign language (FL) requirement were compared with students classified as learning disabled (LD) or both LD and ADHD who had either substituted courses for the college FL requirement (petition) or had passed FL courses (nonpetition) on cognitive and academic achievement measures and in FL course grades. Findings revealed few between-group differences on the testing measures and also showed that all 5 groups scored in the average to above-average range on all measures of cognitive ability and academic achievement and achieved primarily average to above-

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Section: Miami Universitymentioning

confidence: 99%

“…There are anecdotal reports that students classified as ADHD may experience difficulties with FL courses (Arries, 1994(Arries, , 1999Hodge, 1998;Latham & Latham, 1998). However, there has been only one empirical investigation that has included students classified only as ADHD (i.e., without dual classification as LD).…”

Section: Miami Universitymentioning

confidence: 99%

Comparison of the Performance of College Students Classified as ADHD, LD, and LD/ADHD in Foreign Language Courses

2005

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“…As Demuth and Smith (1987) point out, however, waivers do little for the self-esteem of the individuals who obtain them. In addition, the recent reports of successful FL learning experiences for students with LDs make any policy of automatic waivers for students with LDs seem particularly spurious (Arries, 1994a;Barnett & Jarvis-Sladky, 1995;Ganschow & Sparks, 1993Lerner, 1991;Mabbott, 1994;Raynor, 1991;Sandperl, 1991;cf. Ganschow & Sparks, 1987;.…”

Section: Inclusive Course Designmentioning

confidence: 99%

Learning Disabilities and Foreign Languages: A Curriculum Approach to the Design of Inclusive Courses

Arries

1999

The Modern Language Journal

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Most universities require 1 or 2 years of foreign language (FL) study in at least 1 program as part of their general education requirements, yet many students with learning disabilities (LDs) find it extremely difficult to complete traditional FL courses. In this paper I describe some of the salient characteristics of these learners and common pedagogical assumptions of FL faculty that may make it difficult for students with LDs to complete the FL general education requirement. I list specific strategies that, according to students with LDs that I have interviewed, address some of their needs as FL learners. I then propose a systems approach to instructional design that faculty teams could use to redesign beginning Spanish language classes in order to accommodate students with LDs. I conclude that faculty, with administrative support, can collaborate in the design of inclusive FL courses in which all students—both those with LDs and those without—can experience success.

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“…Although many researchers criticize current operational definitions of LD-which involve calculating a discrepancy between a student's score on a standardized intelligence (IQ) test and hidher scores on standardized measures of academic achievement (e.g., Hessler 1987;Lyon et al 1993;Siege1 1989;Stanovich 1991)the issue of establishing criteria for the classification of children (and adults) as LD has not been resolved. FL educators recently have been drawn into the discussion about LD b e cause some students classified as LD have been found to have problems with FL learning (e.g., Arries 1994;Barr 1993;Demuth and Smith 1987;Landurand and Cloud 1991;Mabbott 1994b;Schultz 1991). Some FL educators have described ways in which FL classroom teachers can teach an FL to students classified as LD (e.g., Kenneweg 1988;Ganschow, Sparks, and Schneider 1995;Schneider in press;Sparks et al 1991) and provide instructional accommo dations in the classroom (e.g., Sparks and Ganschow 1993a).…”

Section: As Ld In Flcoursesmentioning

confidence: 99%

Students Classified As Learning Disabled and Non‐Learning Disabled: Two Comparison Studies of Native Language Skill, Foreign Language Aptitude, and Foreign Language Proficiency

Sparks

Artzer

Javorsky

et al. 1998

Foreign Language Annals

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Proponents of the concept of learning disabilities (LD) assume that students classified as LD and those with IQ‐achievement discrepancies have more severe native language and foreign language learning problems than students not classified as LD. Two studies that included high school students classified as “at‐risk” for learning a foreign language (FL) investigated these assumptions. The first study compared “at‐risk” students classified as learning disabled (LD) with “at‐risk” students not classified as LD. Results showed no significant differences between the two groups on measures of native language skill, FL aptitude, and FL learning and proficiency. The second study examined only the students classified as LD and compared students with and without discrepancies between their scores on measures of intelligence (IQ) and academic achievement. Results showed no significant differences between the two groups on measures of FL learning and proficiency. Findings suggest that students classified as LD and non‐LD do not exhibit cognitive, academic achievement, and FL aptitude differences, or differences in their FL learning and proficiency after two years of FL study. The findings of both studies are contrary to the LD concept. The studies demonstrate the importance of providing verifiable evidence to substantiate claims that a student meets criteria for classification as LD. Implications focus on use of the LD label and IQ‐achievement discrepancies for determining which students may have problems with FL learning.

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An Experimental Spanish Course for Learning Disabled Students

Cited by 11 publications

References 0 publications

Comparison of the Performance of College Students Classified as ADHD, LD, and LD/ADHD in Foreign Language Courses

Comparison of the Performance of College Students Classified as ADHD, LD, and LD/ADHD in Foreign Language Courses

Learning Disabilities and Foreign Languages: A Curriculum Approach to the Design of Inclusive Courses

Students Classified As Learning Disabled and Non‐Learning Disabled: Two Comparison Studies of Native Language Skill, Foreign Language Aptitude, and Foreign Language Proficiency

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